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Equity and Fairness
As part of the UBC Education program I have taken two courses with Lori MacIntosh on issues of social justice. Her innovative teaching style and teaching method sparked eye-opening socratic discussions. Combining film as a medium for exploring and engaging youth on some tougher issues enables student to explore the topics by reflecting on the media portrayal, an reflect on their own behavior Identity is a big part of youth culture, as is the influence of peers. In a classroom we may be faced with students who openly challenge the status quo, or express views they have not considered the consequences of such as racism, or homophobic viewpoints.
ARTIFACT from EDUC 428 that looks at Identity and Peer Pressure via the film Thirteen
Students come from all walks of life and with their own concerns. In my Foods class, one of my students L– had transferred schools from one school to the next. This student was courageously dealing with trans-gender issues, as well as being defiant and missing a lot of classes. L was a bright and capable student. When L attended classes and did the work , achieved one of the highest marks in the class. Yet there were still challenges, as my Practicum memoir alludes to:
In the previous week I followed up with the counselor, finding out the student has not been attending an number of other classes as well. For my Foods 12 class, the student showed up for the quiz, missing 2 prior classes, including the review the previous day.
The student came into my class, turned around and left. I excused myself from the class and followed the student to the cafeteria telling L– to come back to class. The note was up on the door as we were switching rooms. The shared class with Ms. J was using mixers, so we needed a quiet venue for the quiz.
The class began the quiz. I handed out the notes and quiz. L had taken a look at the quiz and realized L– did not know the answers. What struck me most when L– made the request to write the quiz later, was the look of panic on L–‘s face. I granted the request. Working diligently, L– caught up on two assignments from previous classes while others were writing their quiz.
Upon debriefing with my sponsor teacher later, she would have had L– write the quiz and fail and then rewrite the quiz at a later date, saying the first quiz does not count.
“Is using negative behaviourist approach is the best method?,” I asked. She did not have an alternative suggestion. I still ponder this. Here is an area where I want to expand my abilities and understanding. I want to follow this up for my own learning: what other methods could one employ? I know if a sense of panic sets in, there is reduced chance of success, because of the adrenaline response that is employed and the thinking processes are reduced.
When the quiz was done, I gave the student the worksheets L needed for the quiz. Unfortunately, L has a habit of being impatient. At one point L used the F*** word under his breath. I needed to stop, breathe and say I did not want to be sworn at. I told him he needed to apologize. Clarifying L’s intention, we moved on. I did the best I could do at the time. L– will be caught up and pass.
L– did more than that, writing the quiz L– achieved one of the highest marks in the class. It would take longer than 5 weeks to develop a stronger rapport, however we both made efforts and a few errors and life goes on.
Following up with Family and Missed work
Artifact: Make up lab done at home
From my practicum memoirs…
Well I picked up a new block of Foods 11 this week. I like having the same prep over the course of the day. I can notice improvement, and tailor or make changes as required. I have been looking at the class attendance to stay on top of missed labs and quizzes. I phoned parents to advise them of multiple absentees.
Mona Lisa is making good progress in catching up with her work as she had excused absences. I discussed the solution with her. We opted to have her make up two labs at home. We talked about what recipes to make up, as she needed to make both a soup and salad. She wanted to make dinner for her dad. To support family time and developing life skills, I agreed and she is making borscht and Caesar salad.
Earlier, I spoke briefly with her father on the phone regarding her missed classes and felt he would support this effort. She is also doing work in the LAC on worksheets to prepare for the quiz she missed. This is to prepare for her missed test. I will coordinate with Ms. J in the LAC regarding the test. This is gratifying to see her commitment and progress.
In the end, Mona Lisa made the recipes, brought the signed confirmation from her dad. From all accounts they enjoyed the meal. To further follow up, she completed the missed quiz, did a solid job on her diet project and did well on the final quiz I game on the next unit. I spoke with Ms. J to ensure Mona Lisa was being supported through the process and that Ms. J had all the resources she needed. In this case, my philosophy of respect and and relationship building prevailed.
Little Gems
Teaching in the Foods 12 class, I also assisted students who had challenges outside of the classroom as we found ways to navigate the school curriculum and enjoy the process and projects they were making . Some of my students had IEP’s while others worked with an aid. Please enjoy a selection from my practicum reflection:
“The Foods 12 class is always enjoyable. Highlights from my classes with them, were centred on connecting. J— did a great job assisting me with the demo. I spoke with her SEA and she was supportive of my working with J–. During our first class together a few weeks ago, J— needed some time to regroup and left the classroom. After a few moments, I asked Theresa, the SEA, if I could go talk with her. J— and I sat on the steps and I asked her to take deep breaths with me. We chatted briefly about her being a part of the class, and how she was important to it, and she came back to join us. Again she found her rhythm and resumed making a valuable contribution by her presence.
Another day, she was feeling “fuzzy” as she described it, and not in a place to cook. As journaling was part of an activities she participated in with Resource Room staff, it was a natural fit as an alternative exercise. The supplies were handy so I asked her to journal in our Food Travels Scrapbook. She settled down to does just that. In a few minutes she was calm and focused. Seeing her joyful self, brought a smile to my face. I continued with the Sambal beans lab with the rest of the class. The lab went well and had a good pacing. Students took a few pictures of their work and Ms Jung’s class was cake decorating on the other side of the room. We have a photo to mark my time working with her, both sharing a class and as she mentors me.”
Sample of Scrapbook:
ARTIFACT:
Having had the benefit of EPSE 317 with Dr.Lara El Khatib, I enhanced my knowledge around a variety of students needs and exceptionalities. This introduction has fostered greater awareness as I prepare to adapt the curriculum to a variety of students. As the Home Economics program tends to attract a range of students, I can see the direct relevance to my teaching practice. If interested, take a peak….
Reflecting on Highlights of my Practicum
Please view the ARTIFACT: Visual and Graphic Overview of My Practicum
During my practicum I began by jumping right in with Grade 11 students making pasta, doing a jigsaw as part of their theory requirement and having a practical lab to assess their skills. Now I had not met the students before my arrival, as my schedule was changed after my two week fall practicum. It was a bit like diving from the 10 M board, something that I still gather the courage to do to this day.
After the Practicum, the Spring session at UBC continued to open my eyes. Learning more about literacy and how to include multi-modal methods in my discipline expanded my pedagogical skillset. During my practicum, I found that students needed clarity in instruction and at times it was necessary to scaffold details. With my studentswho were learning English, working with a partner who had better command of the language helped. O ther students in the cooking units also took lead. d When giving quizzes to some students, it was evident how challenging it was for them to comprehend the material. I allowed more time for my students, however I was also aware of the shyness around being the last student to finish. One student, in particular struggled, and I would have liked to ensure she was learning more of the material. In reflecting, I did use video, demonstrations, In addition I used direct instruction and questioning one on one for comprehension. In a small way I was hoping to support her and instill a more confidence.
With a better understanding, I will be more senstive to students where English is not their first language. I will be given this challenge with my new school, where I have two Ukrainian students who will need adapting the programs to assist with the language deficit.
Beginning a bit slowly, my practicum experience continued to improve steadily with good days. I did have a few tiring, and some discouraging days. It was on the days when things did not go well that I learned the most, though it did not feel like it at the time. I kept plodding, and remembered the word of my Baba: ‘little by little’. Somehow, I always enjoyed the commute from Kitsalano, singing along the way, as I head to school.
Over time my teacher voice, presence and classroom management developed. Along side that my own style of teaching had room to emerge. I found new ways to gather the students attention, when my voice was soft, I turned off the lights. I used wait time for students to settle. This took me a bit of getting used to. All eyes were on me! “Remember to sanatize your cutting boards and wash your hands. What are we being careful of?They would respond: Cross- contamination. “Excellent!, ” I would say.
My use of questioning improved and I tried a variety of teaching techniques from think apri and share, station activities, You tube videos with worksheets, TED talks, tasting stations, student run demonstrations, and mini-demonstrations, as well as use of powerpoint as atool for presenting theory.
With Assessment, I used a variety of assessment techniques for learning. Exit slips gave me insight for what students knew, or did not understand and what they were curious about.I used a scrapbook for students food journey in Foods 12, where recipes and ideas and feeback on each new flavour was recorded. I learned it would be more effective to have eihter do a blog as I originally wanted to, to have a sketchbook/notebook they can use or to continue to teach the artistry around the notebook. I did have a few amazing examples produced by students. Some others were inconsistent with their efforts. The scrapbook was a good project for one of my students on a modified program. In addition, I developed and administered Quizzes as a form of summative assessment.
I developed original units and lessons for my Asian Foods Unit,Foods 11 Pasta, Soups, Vegetarians had recipes I developed or tested. I have made notes on the necessary changes required. folr future use.
Textiles 11 I refined the Fashion Illustration unit and took it one step further with still life I set up. For the global unit, I developed the unit and lessons on Current material that had just launched in the UK March 1, 2010. Collecting recycled fabrics that filled my car, I provided the materials for the projects, which helped to offset the budget. I adapted the projects to include two options. Students rose to the occassion in all respects by handing in quality work A f ew students went well beyond my expectations garnering near perfect marks based on the criteria!
I adapted the program for students who needed alternatives, yet had expectations thatt were realist and fair.
Looking back I now see how much I have grown. Going back to the school in June to pick up some resources, my former students looked up and waved and smiled. I responded int tur turn by returning a bold smile. In that moment my heart melted.
More than the Sum of Its Parts
When I was 19 I was going to go into education to teach French and Physical Education, however friends were going into Human Ecology and I wanted to do fashion design. Completing my degree 23 years age, I am now combining areas I have an affinity for. I have a passion for food, and growth, to its preparation, to its sharing and aesthetics. As well, you will discover my my passion for art and design.
In Human Ecology, my mentor and professor was an interior designer. I did a minor in housing courses she offered.To continue my path as a life-long learner, I did a professional degree in Landscape Architecture. It build on a holistic philosophy similar to my previous degree in Human Ecology based on community building, sustainability, public consultation, combined with artistic aesthetics and practical skills working in groups, as well as in drafting, sketching and colour rendering. Landscape architecture also developed my conceptual thinking skills, thinking in 3-D, and problem solving. My degrees in Human Ecology and Landscape Architecture complemented each other like fine wine does a gourmet meal.
When I was working with Evergreen Foundation, I worked in a number of schools in Vancouver, Burnaby and Langley. Working alongside teachers, and students with PAC associations sparked my imagination. Friends had encouraged me to pursue education over the years. Working with KidSafe, I created programs focused on arts, healthy eating and gardening initiatives and food security.While looking back at the work I have done with KidSafe, I realized what I enjoyed most was working with young people rather than drafting on a computer screen. In 2008, I began to pursue my dream to become an educator. let me take you to the present.
In my practicum I have worked with a variety of grade levels developing original material, implementing and following up with assessment and evaluation methods. I have been using a variety of new technologies and see how these tools greatly expand learning opportunities.
I have been preparing two subject areas, one the Clothing and Textiles class which acted like a studio environment, an unstructured classroom. Contrast that with the applying classroom management skills in the Foods classroom, and acting as a project manager, while there are numerous demands occurring at the same time.
As a new teacher, what I learned from my practice was the need to be flexible, and adapt to the needs of students. From working in the Foods class, I learned more about balancing the theory component of the classes with the hands-on learning. One of the biggest challenges was to engage the students beyond rote learning and filling in worksheets. I developed my questioning skills, and employed a variety of media including Power Point presentations, video clips with answer sheets, computer research labs combined with oral presentations, and had students engage in some thought provoking debate.
My other passions include travel. While in France, I explored gardens in the Loire, galleries in Paris, Nice and St. Paul de Vence, markets of Nice, restaurants galore, architecture and so much more. I savoured every moment drinking in the experience so I could share this later in big or small ways! The Chagall painting is a symbol of the marriage of my two degrees and the celebration of my new vocation as an educator.
Conferences, Courses and Professional Development
Throughout my career I have been active in acquiring knowledge by attending conferences and workshops. One of the exciting aspects of teaching is professional development. During this past year I have been active attending the BC and Canadian Art Educators Association conference. Having taught art before at the West Vancouver Community, taken art courses, and completed 3 arts methods courses during my B Ed year as well, I am building a second teachable.
I gained valuable lesson plan ideas to integrate into my Home Economics lesson plans and with the collaborating with the art teacher in my new teaching job in Manitoba. I am doing a Food Art Unit with students that blends photography, food preparation and presentation. During my classes at UBC, I have learned more about digital and black and white film photography, digital media and photoshop. I will be applying my learning in the classroom.We will display the end result with in my new school in the Fall of 2010.
ARTIFACT: For a more detailed summary of the Aft Educators conference, please see link:
Professional DevelopmentOct2010
At the conference, I discovered what I knew all along. My passion is art, I enjoy bringing out the creativity in others, and hope to find meaningful ways to do this with any curriculum I have the opportunity to teach. I have taken away ideas that I will adapt to the classroom, as well as a sense of purpose and belonging. I see many possibilities for including multiple modes of literacy in the classroom.
During my practicum, I took my work experience and combined it with pedagogical strategies to bring out the creativity of students. This was evident in my fashion illustration unit as well as my pasta by design unit. Please see Standard 5 for more details.
In addition, I have participated in the UBC IOP Conference presenting a poster called, Local Edibles: Farmer’s Fields and City Schoolyards. The poster presentation focused on inter-generational learning, hands-on learning and local eating. I linked this knowledge in my practicum in the Diet Project, with a look at the 100 Mile Diet. I look forward to exploring local eating in my new home in Altona , Manitoba.
Global Textiles Lesson Plan
 Name: Karen Myskiw |
Course: Textiles Studies 11 |
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| Lesson: Global Unit Lily Jean Bag | Block: 1-2/1-4 ( 9:57) | Date: March 18 2010 |
| UNIT IRPs:
C3 Create textile items that demonstrate ways to recycle clothing and textile waste B2 Constructing textile items using construction basics including: closures stitching, top-stitching, quilting D2 Demonstrate an Understanding of influences of Fashion and Textile Choices including: –socio-economics and media influences -global and environmental considerations.
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| Objectives SWBAT:
Demonstrate understanding of the global costs of blue jeans forma sustainable point of view Prepare layout and pattern and cut out handbag from jeans Modify the pattern prior to cutting out a recycled jean handbag by Describe what techniques chosen to embellished through a sketch or discussion |
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| Materials/Supplies
General Notes Agenda and timeline for Jean Bag. Poster up with images and directions
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Equipment
Video clip: Slow is Beautiful
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Introduction
| 10 mins |
Imagine what the fashion world will look like in 2025? Video: Slow is Beautiful Go over the number of classes to complete project. |
Body:
| 10mins
45 mins
1 mins 10 mins
|
Hand out pattern pieces Go over design options Handout patterns and directions Q’s Do we need to seam any details? Or colours in top-stitching. Q’s Do we want to incorporate any other recycled fabric into the design?
a) Students begin layout and pinning
b) . Look at pattern chosen to see how to have the pieces fit on the garment with the least amount of waste. c) . We do have a limited amounts of fabric, d) . Have teacher check before cutting e) Cut out items, put on markings as required. I will be walking around to see if the students are on task and assisting what sewing questions.
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Conclusion
| 1 min | Reminder than the students will be doing doing our library research next day. We are in the computer lab in the Library. Bring your portfolio and Assignment
You worked hard today. Thank you for staying on task. It was a great class |
Global Textiles: Recycled Jean-Bag Rubric
Textile Studies 11 Name ___________________
WVSS Block _______
LILY RECYCLED JEAN HANDBAG ASSESSMENT
| CRITERIA |
FAIR |
GOOD | EXCELLENT |
1. OVERALL APPEARANCE 1 2 3 4 5 6 7 8 9 10
- No raw edges
- Machine basting not visible
- No loose threads
- No cuts/snips
- Clean
2. STRAPS 1 2 3 4 5 6 7 8 9 10
- Even shape
- Not twisted
- Secure
- Centred between seams
- Stitching even
3. QUILTING AND TOPSTITICHING 1 2 3 4 5 6 7 8 9 10
- Quilting on handles are even
- Corners match
- Stitching is even
4. SEAMS/ CORNERS 1 2 3 4 5 6 7 8 9 10
- Seams match at corners
- Even, straight
- Well pressed and smooth
5. TIME MANAGEMENT 1 2 3 4 5 6 7 8 9 10
- Focused, efficient use of class time
- Purchased or brought in recycled jeans
- If behind, came in for extra help
- Completed by due date
6 USE OF RECYLED MATERIALS
- Purchased second hand goods
or brought in recycled jeans 1 2 3 4 5 6 7 8 9 10
| GRAND TOTAL /60 |
COMMENTS:
____________________________________________________________________________________________________
Relationships, Respect and Attachement
Here are the accounts of my first experienced navigating my Grade 8 Applied Skills, Textile classroom: 
The Great 8’s are my pride and joy as they continue to grow me as a teacher. They are rambunctious and bright. As Mrs. W said, a number of the boys are also very immature for their age. Yet they are eager to learn, and I am trying a number of creative methods and standard classroom management tools. The students are listening, doing a solid clean-up and for the most part, doing the task at hand. I will continue efforts to keep them on task.
In the Great 8 class, a few of the boys mentor the others and assist them, while three additional boys require extra assignment, as they are ahead of the pack. I am developing mini projects they can do semi-independently when done the day’s lesson.
At one point, one of the students mentioned we should have music in the class and I said. Yes, classical music (calming) they all looked at each other and I, and we laughed. I think they had other music in mind!
And the following week….
My Great 8’s are a source of pride this week, as they continue to grow me into being a better teacher. I had two very good classes with them and plan to finish strong promoting their success. We got a lot done today and they were on task. It was very rewarding. A number of students rose to the occasion. As I guide them, and manage them as teacher and team captain, we are meeting our goals. If we keep this up, super-do! S has become an indispensable leader in the class assisting his other classmates. M is doing quality work and grow his confidence. I work with him, however I see he is capable and encourage his independence. Again it is the person, and adapting their abilities to the task at hand. Thanks to Mrs. W for being part of the team too! And for her tips.
In the end, the students completed the boxer shorts, learned something about textiles and sewing and more importantly, gained new awareness and confidence about themselves and others. Walking down the hallway hearing ‘Hi Miss Q! and knowing they are well on their way, testing their teachers and their wings. It makes me smile.
On the last day of my practicum, we all enjoyed ice cream cones as a treat before I said, “good-bye!”